Course Syllabus - Green Hills AEA

Green Hills Area Education Agency 

Professional Development Syllabus 

I. Course Overview 

Course Title: Planning for Effective Instruction Using the SWH 

Credit Hours: 1 

Graduate License Renewal Substitute Authorization Paraeducator Evaluator Approval 

Instructor(s) Name: Lynn Hockenberry 

Contact Information: 

Address: 701 Walnut Street, Atlantic, IA 50022 

Phone: 712-249-1396 

Email: 

lhockenberry@ghaea.org 

Fax: 712-243-1493 

Instructor has current resume on file at this agency 

Yes No (Please include with this proposal copies of transcripts and resumes) 

Published Description: (Underline 2-5 key terms under which this may be categorized) • What are the instructional practices and strategies that 

participants will learn? • What are the potential results for student learning? • Are there any prerequisites? 

This course will provide opportunities for collaborative planning and preparation for effective instruction to facilitate 

student learning using the SWH approach. Participants will utilize Iowa Core Curriculum Essential Concepts and Skills 

to design and/or revise SWH units containing the big ideas of science and literacy curriculum, instruction and 

assessment through collegial collaboration and coaching. 

Target Audience (ie. Administrator, level, content, teacher, and licensure area) 

Classroom Teachers and Special Education Teachers involved in the Federal SWH grant 

Minimum # of Participants 10 Maximum # of Participants 100 

Accommodations: Instructors should notify participants in the class that if participants require an accommodation for an identified 

disability that may affect their performance in this class, an appointment should be made with the instructor early in the term to 

discuss accommodations which may be necessary to enable them to have as equal an opportunity for success in this course as those 

who do not have a disability. 

Green Hills Area Education Agency Course Syllabus Page 1 1/10



Research/Best Practice to support course outcomes: Describe the scientific research base that supports the instructional strategies 

being learned in this course. Reference the Iowa Content Networks and/or other research sources using a bibliography format 

1) Hand, B.B., "Cognitive, Constructist Mechanisms for Learning Science Through Writing," In Writing 

and Learning in the Science Classroom, Wallace, C., Hand, B., Prain, V. Eds, Dordrecth, the Netherlands: 

Kluwer Academic Publishers, 2004. 2) Olson S. & Loucks-Horsley, S. (2000), "Inquiry and the National 

Science Education Standards: A Guide for Teaching and Learning," Committee on the Development of an 

Addendum to the National Science Education Participant Standards on Scientific Inquiry, Washington D. C.; 

National Research Council. http://www.nap.edu 

Outcomes/Objectives: List the knowledge and skills that participants will possess as a result of taking part in this course 

Participants will: 

1. Identify Iowa Core Curriculum Essential Concepts and Skills appropriate for science units of study. 

2. Articulate Science and Literacy Big Ideas in student friendly terms based on Iowa Core Curriculum 

Essential Concepts and Skills. 

3. Articulate big ideas for each unit as they develop teacher concept maps for their science units. 

4. Develop SWH units to be implemented during the the 2012-2013 school year. 

5. Analyze units based on "Targets for Implementation." 

Instructor Methods and Course Design: Insure that the course includes theory, demonstration, practice, and collaboration. List the 

methods to be used by the instructor and indicate how these will be distributed through the training. These methods might include: lecture, demonstration and 

modeling, individual/small group work, interaction with and use of technology. The expectaion is for all participants to engage in the follow through to support 

implemenation that is designed as part of the course. Appropriate differentiation will be determined by instructor 

1. Facilitate collaborative conversations around unit planning. 

2. Provide content sessions as necessary for grade level groups, individuals, and school buildings. 

3. Provide coaching to assist in SWH unit planning. 

4. Provide content sessions as needed/requested to support teachers' science content knowledge. 

Required Readings: List the readings that are required for this course 

1. Norton-Meier,L., Hand, B., Hockenberry, L., Wise, K., (2008). Questions, Claims, and Evidence. 

Portsmouth, NH: Heienemann. 

2. Hand, B., Norton-Meier, L., Staker, J., Bintz., J. (2009). Negotiating Science. Portsmouth, NH: 

Heienemann. 

3. Hand, B., Norton-Meir, L. (2011). Voices from the Classroom: Elementary Teachers' Experience with 

Argument-Based Inquiry. Rotterdam/Boston/Taipei: Sense Publishers 




Course Equity Information: To which Equity Issue does this course address (mark as many boxes that apply to 

the professional development outlined in this syllabus)? 

Multi-cultural Issues 1) Does this course discuss ways to ensure learners from other cultures are successful in the 

classroom? 2) Does this course promote the diversity of ideas and thoughts in curriculum and assignments, such as 

knowledge of different world views and cultural perspectives? 3) Does your course acknowledge the learning styles of 

culturally diverse peoples? 4) Does your course promote/utilize resources that portray the various dimensions of a 

culturally diverse population? 5) Does this course include strategies to form partnerships with families, particularly with 

those who are culturally diverse? 

Gender-fair Issues 1) Does this course include discussion about ensuring both male and female learners are 

successful in the classroom (e.g. math and science classes)? 2) Does this course promote/utilize resources that portray 

both sexes in active and passive activities? 3) Does this course promote/utilize resources that portray both sexes in 

“nontraditional” ways as role models? 4) Does this course discuss gay, lesbian, bisexual, or transgender issues, 

particularly as they relate to school or community climate and/or student achievement? 

Socio-economic Issues 1) Does this course include discussion about ways to ensure that students from low socioeconomic 

backgrounds are successful in the classroom? 2) Does this course include discussion/understanding about who 

are SES students and the culture of poverty? 3) Does this course include discussion or analysis about disaggregating data 

based on socio-economic status? 4) Does this course promote/utilize resources that may interest students from low 

socio-economic backgrounds who may struggle academically? 5) Does this course include learning about instructional 

strategies that will engage SES students in learning? 

English Language Learners 1) Does this course include discussion of the impact of second language learning on 

academic achievement? 2) Does this course address specific cultural issues impacting student learning? 3) Does this 

course promote cross cultural communication and involvement with ELL parents/family? 4) Does this course address 

legal/academic responsibilities of school districts with educating ELL students? 

Other Diverse Learners (e.g. TAG and learners with special needs) – 1) Does this course address who are diverse 

learners, how to identify and/or how to serve diverse learners in the classroom? 2) Do the learning expectations of this 

course include application of knowledge about diverse learners? 3) Does this course deliver specific information about 

individual diverse groups? 

None of the issues above are addressed in this course. 

Please provide a description of the issues checked above: 

The strategies implemented from this course have a strong evidence-base with all learners, and especially struggling 

learners, from vocabulary deprived and challenged backgrounds. The course embeds principles of Instructional 

Decision Making and Iowa Core’s Characteristics of Effective Instruction, therefore providing a lesson-planning 

framework for teachers that considers diverse learning styles and abilities. 

Iowa Core Information: Which Iowa Core Outcomes are addressed in this course? 

Leadership - Outcome 1 - School leaders build and sustain system capacity to implement the Iowa Core 

Curriculum. 

Community - Outcome 2 - Community members and other supporting agencies work together to support 

the implementation of the Iowa Core Curriculum. 

Schools - Outcome 3 - A continuous improvement process to improve teaching and learning is used at the 

district and school level. 

Content–Instruction-Assessment - Outcome 4 - District leaders and other educators monitor and use data to 

increase the degree of alignment of each and every student’s enacted curriculum and other relevant 

educational opportunities to the Iowa Core Curriculum. 

Content-Instruction-Assessment - Outcome 5 - Educators engage in professional development focused on | 

implementing Characteristics of Effective Instruction and demonstrate understanding of Essential 

Concepts and Skill Sets. 

Content-Instruction-Assessment - Outcome 6 - Educators implement effective instructional practices to 

ensure high levels of learning for each and every student. 




III. 

Course Requirements 

Requirements: Identify products to be produced for this course. Examples might include reflections, implementation logs, student data analysis, student 

work samples, collaborative team minutes, lesson plans, peer observation notes, readings, etc. *Please provide in detail a list of course requirements and dates 

when they are due. 

Participants will: 

1. Develop a teacher concept map for one or more units based on the Big Ideas identified from the Iowa 

Core Science Curriculum. 

2. Develop SWH lessons/units to be implemented during the 2012-2013 school year. 

3. Research websites and informational text to find resources such as activities, science information, web 

clips, etc. to support unit implementation. 

4. Analyze unit(s) developed using the "Targets for Implementation." 

Attendance/Make-up Policy: If a participant must miss a class session due to an extenuating 

circumstance, they must contact the instructor to determine an appropriate, agreed-upon make-up 

assignment. If a participant misses more than 10% of the total class time, credit will not be granted. 

Attendance is expected. Arrangements for any missed dates need to be arranged with the instructor. It will 

be the participant's responsibility to make up any work to meet course requirements. 

IV. 

Application/Implementation 

During Course: How does this course train for and/or support classroom application during the course? 

Participants will receive ongoing individual, grade-level, and school coaching towards understanding of 

best-practice science inquiry and literacy using the SWH approach throughout the course. Content sessions 

may be offered to develop science understanding necessary for unit planning. 

Follow-up:What activities or resources will be available for follow-up and support after the completion of the course? 

Instructors will be on site to coach toward implementation of units, and provide feedback to teachers 

according to the targets for implementation. Participants will receive additional support as they research and 

write SWH lesson plans and implement them in their classrooms. Instructor will be available by e-mail or 

SKYPE for questions and concerns regarding planning and implementation. 


V. Method of Evaluation 



Evaluation: What criteria will be used to determine the grade for completing the course? Identify the means by which the instructor and participants will 

know that the course outcomes have been met. How will course products be analyzed? For the purposes of offering this for graduate credit, the analysis 

instrument should be attached and align with corresponding grading scale listed below: 

Graduate 

Course Grade 

A 

Requirements 

Participants will develop and submit one or more SWH units addressing 13 of the 

identified targets for SWH implementation as well as a Teacher concept map for the unit - 

see Rubric on pages 7-8. 

B 




C 

Participants will develop and submit one or more SWH units addressing 9 of the identified 

targets for SWH implementation as well as a Teacher concept map for the unit - see Rubric 

on pages 7-8. 

D 



on pages 7-8. 

F 



on pages 7-8. 

Licensure 

Renewal 

Course Grade 

Pass 

Fail 

Requirements 




Fails to meet the criteria of a “Pass” as outlined above. 




Evaluation: What criteria will be used to determine the grade for completing the course? Identify the means by which the instructor and participants will 

know that the course outcomes have been met. How will course products be analyzed? For the purposes of offering this for graduate credit, the analysis 

instrument should be attached and align with corresponding grading scale listed below: 

Teacher Name________________________________ District __________________________ 

Date_________________________ 

SWH Target 

Benchmark is identified 

Examples of Evidence 

Stated on concept map 

Teacher explanation 

Big idea stated and posted: 

• Is the big idea conceptual? 

• Is the big idea kid friendly? 

Finding out kids beginning ideas: 

• Best practice shows relationships 

or connections 

Student generated questions: 

• Questions that lead to deeper 

understanding of big idea 

• Questions that lend themselves 

to experimental design 

• Questions that lend themselves 

to argument structure (Q,C,E) 

Use of argument structure (question, 

claim, evidence) 

Multiple and varied ways to “consult the 

experts” 

Continued use of formative assessment 

(student learning )to make instructional 

decisions 

Teacher concept map shows 

relationships 

Big idea is a statement in kid friendly 

terms 

Students able to state/describe big idea 

KWL 

Student concept map 

Card sort (words, pictures, etc.) 

Anecdotal notes 

Questions posted in the room 

Questions driving the instruction 

Questions driving the activity 

Students able to articulate the question 

they are investigating and explain why 

Students negotiating claims and 

evidence in small groups 

Students negotiating claims and 

evidence publicly as a large group 

Student centered, kid to kid discourse 

Students address evidence that both 

supports and refutes the claim 

Skype 

Interviews 

Field Trips 

Variety of leveled non-fiction text 

Guest Speakers 

Lesson planning based on what kids 

know and don’t know 

Teacher reflection 

Student centered vs. teacher centered 

More student to student talk than 

teacher talk 

Kids in groups 

Student choice 


Multiple, varied and ongoing ways for 

students to reflect on “how my ideas 

have changed” 

Summary writing piece to an authentic 

audience that provides an opportunity to 

show understanding (task vs. target) 

Evidence collected that communicates to 

others about student’s learning 



Student concept map 

Journal writing 

KWL updated 

Anecdotal notes from group 

discussions 

Student interviews 

Focus is on the science content 

Focus may also be on the writing 

content if that has also been an 

instructional target 

(Growth in the understanding of the 

concept to an authentic audience) 

Student portfolios 

Growth charts 

Pre/post tests 

Common student work samples 

Literacy instruction embedded 

(May be based on teacher/district goals 

and literacy background) 

Literacy instruction based on a literacy 

target 

Used to advance learning 

Student to student talk 

Partner talk 

Small group talk 

Whole group student discourse 

Teacher as coach 

Teaching/Learning Philosophy

Course Syllabus - Green Hills AEA

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